Transcript CSOs’ Contribution to Education Development in Tanzania

CSOs’ Performance in Education
Development in Tanzania
Presentation for the Education Sector Review 2009,
Waterfront NSSF Building, Dar es Salaam, 5-7 October 2009
Joseph Kisanji
TEN/MET
Outline
1. Introduction: Who are they?
2. Roles of CSOs
3. Service delivery and innovations in
education
4. Education research activities
5. Advocacy Work
6. Ways forward
What is Civil Society?
Populated by organisations such as
registered charities, development nongovernmental organisations (NGOs),
community groups, women’s and youth
organisations, faith based organisations
(FBOs), professional associations, trade
unions, self-help groups, social
movements, business associations,
coalitions and advocacy groups
Roles of CSOs in Education
A. Shift in roles: the role of the CSOs in Tanzania
has evolved through two main overlapping
phases:
1. A service delivery phase (from the preindependence era to early 1990s);
2. A shift from service delivery to largely
influencing policies and advocating for
change (since late 1990s to-date).
Roles of CSOs in Education
B. Roles specific to education
1. Service provision where state provision is
absent or insufficient
2. Innovations and serving as sources of ‘new’
thinking and practices
3. Informed critics and advocates on a whole
range of development issues. Research is an
important tool for advocacy.
Service Delivery
A. Service delivery, especially FBOs
1. Establishment of education institutions (e.g.,
schools, seminaries, colleges and universities)
2. Establishing centres for orphans, street
children and other vulnerable groups, e.g.,
Mkombozi
3. Running not-for-profit ECD centres
(especially TECDEN members)
Innovations in Education
B. Education innovations: designed and
implemented as models to be mainstreamed,
e.g.,
I. ECD and Pre-primary education centres
1. Pre-schools in Ngorongoro District (Oxfam
GB, 2002-2009) – community based next to
Maasai bomas
2. CDTFN Pre-school Centre (Mzumbe,
Morogoro)
Innovations in education
II. Primary Education
1. EQUIP (Oxfam GB, 2003-2012) - focuses on
INSET and professional development of
primary school teachers so as to enhance
learning outcomes
2. Newspapers in Education (NiE) Project by
SNV and the Guardian Newspapers (20092011) - being implemented in Kahama,
Maswa and Morogoro districts, through the
use of newspapers in the classroom.
Innovations in Education
3. Transforming Girls’ Education (Maarifa ni
Ufunguo, 2008-2011) – in Monduli, Babati
and Moshi Districts, mobilizing and building
the capacity of girls on their education rights
and on HIV and AIDS; changing attitudes,
mindsets, values and traditional beliefs
4. CAMFED Tanzania Programme (2005-) –
supporting girls to complete their primary
and secondary education
Innovations in Education
5.Tanzanian Education Alternatives for Children
(TEACH) (Winrock) – reducing number of
children in worst forms of child labour through
support to COBET, mobilising community and
providing scholarship in Igunga, Ilemela,
Iramba, Kwimba and Urambo
Innovations in education
III. Secondary Education
1. Support to Girls’ Education (CAMFED, 20052911 Coast Region;) – training female
teacher mentors; provision of school fees,
uniforms, etc; support young women to set
up businesses
2. TUSEME Project (FAWE) – support to girls’
education; centres of excellence
Research Activities
1. Ukio, L. (2005). Study on Adult and Literacy
Initiatives in Ngorongoro District. Oxfam GB:
Findings: - many literacy initiatives in
Ngorongoro through the local government
and development NGOs using different
approaches; only 46.7% were active, mainly
due to lack of facilitators
Research Activities
2. Werue, M.R. and Puja, G. (2006). Education
Options for Pastoralist Communities in
Ngorongoro District – Tanzania. Oxfam GB:
there is no particular education programme,
which addresses the particular needs of
pastoralist communities; negative attitude
towards the Maasai culture and lifestyle;
improved provision of education to involve
different but integrated approaches
Research Activities
3.Dyer, K. (2008). Cost Sharing in Education in
Kilimanjaro III: 2008 - Gaps are Widening - A
follow up to studies conducted in 2000 and
2002. Maarifa ni Ufunguo: Costs paid by
parents and communities towards primary
education have gone up about 10% in real
terms since 2000
Research Activities
4.BERE (2007). Education Watch in Tanzania.
TEN/MET: related to implementation of EFA in
Tanzania - established that EFA enrolment
expansion has increased significantly, but reemergence of pre-PEDP system inefficiencies
resulting in wastage such as increases in dropout rates, repetition rates and gender related
wastage such as dropout due to pregnancies
Research Activities
5.BERE (2007). Critical Issues and Challenges in
Secondary Education in Tanzania. TEN/MET:
teachers’ certification varies widely, due to
differences in the length of professional
development exposure; perverse teacher
deployment, dropouts and repetitions among
students; serious scarcity of standard inputs low textbook to student ratios, but mainly in
mathematics, physics, chemistry, biology and
English
Research Activities
6. HakiElimu (2008). Study on Quality Education
in Tanzania (Elimu Bora ni Nini?): children
unable to read and write
7. HakiElimu(2008). Do Children with
Disabilities Have Equal Access to Education?:
many barriers identified
8. TEN/MET (2007-2010). Developing an Index
for Inclusion in Tanzania: to develop
understandings and materials that can be
used to improve and assess inclusive practice
Research Activities
9. Osaki, K. and Tillya (2009). Status and
relevance of school curricula.
(TEN/MET/Oxfam GB:
Advocacy Work
1. Friends of Education – initiated and
supported by HakiElmu: individuals and
groups discussing about education in the
localities and supporting education efforts.
2. and National Workshop on Inclusive
Education (TEN/MET September 2008) –
provided for in Action Plan/Milestones 2007;
contributed to development of national IE
Strategy
Advocacy Work
3. Review of ETP 1995 through TEN/MET
participation in Task Force (2007-2009)
4. National CSO Consultative process and
Workshop on Draft I ETP (September 2009)
5. Facilitation of the establishment of Teachers’
Professional Board (January – September
2009)
Challenges
1. Slow flow of information; most of our
members do not report on their work
2. Except for large organisations, costed plans
and activities are not provided
Ways Forward
1. Education stakeholders to appreciate CSOs’
three roles and the increasing shift from
service delivery to advocacy, which is
characterised by:
a. Advocacy work takes long to produce results
b. Advocacy results are difficult attribute due to
many factors, but critical to development
2. Performance of CSOs is thus difficult to
document
CSOs are an Important Education
Stakeholder
We are her to complement
government efforts and to promote
accountability. Asanteni sana